The law of moments: understanding the flashpoint that ignited the riots

Abstract

A number of major organisations have, over the last five years or so, become involved in offering advice on the taking and use of photographs of children. The Information Commissioner's Office, for example, has issued guidance on the legal situation surrounding the photographing of children and the NSPCC has drawn up recommendations, for community groups, concerning the placement of children's photographs on websites.     

Review essay/the ethics of secrecy

Sissela Bok, Secrets: On the Ethics of Concealment and Revelation New York: Pantheon Books, 1982, xviii + 332 pp.     

Comparative law as a remedial subject*

Abstract

Situated learning, focusing on the pragmatic and social aspects of learning, has as its basis the notion that learning is essentially dependent on the immediate situation of action. It is a strength of the theory that it supports learner‐centred instructional design (ID), and supports a constructivist approach to ID. Nevertheless, even a learner‐centred theory such as situated learning requires more if its product is to be successful in facilitating learning. Student learning requires management at every level: within individual learning activities, within a module syllabus and within a curriculum. The contextual issues which go to make up such management, and the relations between situated learning theory and learning management, are the focus of this paper. We shall argue that it is essential for the success of embedded IT that instructional designers pay attention to learning management issues, that they signal the presence of these issues in their courseware documentation, and that lecturers and tutors who use the courseware should take these issues into account when implementing and embedding computer‐based learning in the curriculum.

As an example of this argument we take our computer‐based learning program the Virtual Court Action. This program was designed to be used in the learning and teaching of procedural law in a Scottish university law curriculum. Using document assembly techniques and email, this program emulates part of a civil court action in a Scottish court, with identical personnel, legal documents and procedure. The place of situated learning theory in its design is described, and the learning management issues germane to its implementation are analysed. Finally, we show how the attention paid to learning management issues contributed to the success of the program.

‘Acting on the world to learn about concepts is not a straightforward issue.‘¹

‘Old‐fashioned pocket knives … have a device for removing stones from horses’ hooves. People with this device may know its use and be able to talk wisely about horses, hooves and stones. But they may never betray ‐ or even recognise ‐ that they would not begin to know how to use this implement on a horse.‘²     

Assimilation and contrast effects in voter projections of party locations: Evidence from Norway,France, and the USA

Abstract. In the standard Downsian model, voters are assumed to choose parties based on the extent of ideological proximity between the voter's own position and that of the party. Yet it is also well known that there are rationalization and projection effects such that voters tend to misestimate the policy platforms of candidates or parties to which they are sympathetic by overstating the correspondence between those positions and the voter's own preferences (see, e.g., Markus & Converse 1979; Granberg & Brent 1980; Granberg & Holmberg 1988; Merrill & Grofman 1999). Here we follow insights in the psychological literature on persuasion (Sherif & Hovland 1961; Parducci & Marshall 1962) by distinguishing between assimilation and contrast effects. Assimilation refers to shortening the perceived ideological distance between oneself and parties one favors; contrast refers to exaggerating the distance to parties for which one does not intend to vote. Using survey data on voter self–placements and party placements on ideological scales for the seven major Norwegian parties, five major French parties, and two major American parties we show that both assimilation and contrast effects are present in each country to a considerable degree.We also investigate the possible effects of randomness in party placement and scale interpretation – effects that can easily be confounded with assimilation but not so easily with contrast.     

Relative Advantages of Person- and Variable-Based Approaches for Predicting Problem Behaviors from Kindergarten Assessments

Kindergarten teacher ratings of physical aggression, hyperactivity,inattention, anxiety, and prosocial behavior were used to predictself-reported delinquency, peer-rated social withdrawal, and schoolplacement in preadolescence (ages 10 to 12 years) in a large longitudinalsample of boys from low socio-economic neighborhoods. Two analyticstrategies were used: person-oriented and variable-oriented approaches. Inthe person approach, eight clusters, based on the kindergarten behaviors,were used to predict delinquency, social withdrawal, and schoolplacement. In the variable approach, the kindergarten behaviors were used asdimensions in logistic regressions. Family adversity was used as the firstpredictor in both approaches; it significantly predicted all the outcomes inpreadolescence. The results obtained using the two approaches were partly inaccordance. In both sets of results, kindergarten teacher-ratedexternalizing behavior problems were most related to later self-reporteddelinquency, and internalizing problems to peer-rated socialwithdrawal. However, the person approach showed that all patterns ofkindergarten behavior problems increased the risk for placement out of anage-appropriate regular classroom, while only inattention and lack ofprosocial behavior were the significant dimensional predictors of thisnegative outcome according to the variable approach. Also, the personapproach showed that the Multiproblem kindergarten boys had the highestpercentage of comorbidity of preadolescent problems. The ROC curvesindicated that prediction of delinquency, social withdrawal, and schoolplacement were equally accurate using the cluster and variableapproaches. Advantages and limits of both approaches are discussed withreference to their usefulness for clinicians.     

Research note Partial single-peakedness: An extension and clarification

Niemi (1969), in an important but neglected paper, found that when orderings were drawn from a simulation based on the impartial culture, the greater the proportion of voter orderings that were single-peaked (a condition he called partial single-peakedness), the more likely was there to be a transitive group ordering. Niemi also found that the likelihood of transitivity increased with n, group size — approaching one as n grew large. Niemi's simulation was restricted to the case of three alternatives. Also, he provided no theoretical explanation for the results of his simulation. Here we provide a theoretical explanation for Niemi's results in terms of a model based on the idea of net preferences, and we extend his results for the general case of any finite number of alternatives, m, for electorates that are large relative to the number of alternatives being considered. In addition to providing a rationale for Niemi's (1969) simulation results, the ideas of net preferences and opposite preference we make use of have a wide range of potential applications.